Keene Evening Sentinel
Wednesday, June 28, 1911
Page 7
COMMENCEMENT EXERCISES
At Keene Normal School Concluded Today.
Reception Tuesday Afternoon and Excellent Play in the Evening –
The Closing Exercises with Address by Dr. Monroe and Presentation of Diplomas.
The commencement exercises of the normal school in Keene continued Tuesday afternoon and evening, when there were many visitors at the school building and campus. In two of the rooms on the second floor of the school were exhibited specimens of the work of the normal school pupils in drawing and basketry and also work of the model school pupils in drawing, both in still life and from nature, including the coloring as well as the drawing of botanical specimens. Cut work, in which figures or objects are formed by the children with the help of the knife or scissors, shading, perspective, and the like were shown in the exhibits. The work in basketry included that of both the normal pupils and the model school children and at least one exquisite piece of work by Mr. Dudley, who teaches basketry and manual training.
Members of the graduating class also gave an entertainment in Normal hall during the afternoon. This consisted of musical numbers, a recitation by Miss Lindquist, in which she showed considerable versatility in the art of the elocutionist, and the reading of the history of the class of 1909-10, which was written by Miss Josephine Howes of this city, a graduate last year, and read by one of the juniors whom she selected. Next year the history of the graduating class will be written and read in a similar manner, and in a short time class histories will become an interesting and useful series of papers
Miss Agnes F. Barrett, president of the class of 1911, who presided at the exercises, arose as they were about to close, and spoke of the pleasures of the school life of the class, of their associations with their teachers which had been so agreeable always and to whom they owed so much indebtedness, and of their affection for and high appreciation of the school. With these happy realizations however, she continued, there came a certain sorrow in the knowledge that two of their teachers, Mr. Kent and Miss Blair, were not to be with the school another year. She deeply regretted that the students of the school were no longer to receive the benefit of their instruction which the present pupils have so much appreciated, and on behalf of the graduates and of Mr. Taafe, who had asked leave to join with them, she presented to Miss Blair, with an appropriate sentiment, a reading lamp of the handsomest green ware made at the Hampshire pottery in Keene ad to Mr. Kent a large thermos bottle. These gifts were duly acknowledged by the recipients.
In the evening at 6:30 an assemblage of two or three hundred persons gathered on the campus to witness the production of the old English play, “Robin and Marion,” by Adam de la Halle, 1220-1285, which proved to be the gem of the commencement entertainments. The rendering of the text, which is of itself difficult, was accomplished without the apparent loss of a single word or a moment’s hesitation.
The acting was remarkably good, everyone of the young ladies taking part doing themselves great credit. It is seldom that a modern colloquial text is so well spoken and so happily emphasized by non-professionals and whether it was female grace and loveliness, masculine pride and haughtiness or the awkward and churlish bravado of the country youths that were to be impersonated, it was splendidly done. The droll costumes of the youth, so quaint and odd in every way, were made by the young ladies and also the pretty but simple dresses of the shepherdesses and the attendants. These were in many colors, presenting strong but yet harmonious contrasts upon greensward and its background of tall spruces which made an ideal natural setting where two rows of trees joint at right angles on the rear of the campus.
The music was as quaint as the play. There were musicians represented with their old-time instruments, but a piano, suitably screened responded to the deft touch of Mr. Dudley in such a way as to almost disguise itself and make the music as old as the costumes and language of the play. One of the striking and attractive pictures was the folk dance at the close, which was done by the company with much grace and spirit and was a new thing in Keene. In the opening scene, where the knight comes in with his handsome palfry and gorgeous attendants, and strives to make love to and overawe Marion, a handsome white horse was used with excellent effect. The entire text was easily heard by everyone, the lines were well spoken in every case and the play was good in every way. It was selected by and produced under the direction of Miss Kate F. Puffer, teacher of Psychology and English in the school, to whom great credit for its success is due. The cast of characters:
Marion, shepherdess Marie Bergeron
Peronnele, shepherdess Leita Dodge
Robin, clown Blanche Chandler
Baudon, clown Ruth Wiswall
Gautier, clown Mabel Cole
A knight Ida Lindquist
Shepherds and shepherdesses: Agnes Barrett, Fanny Conrad, Alice Guillow, Bessie Hubbard, Alice Lord, Katherine Nichols, Bertha Ramsay.
Attendants: Elva Clark, Winifred Cheever, Fanny Conrad, Alice Guillow, Bessie Hubbard, Gertrude Kingsbury, Alice Lord.
Scene: - A glade of the forest
Exercises Wednesday Morning.
The commencement exercises and presentation of diplomas took place this morning at 10 o’clock on the campus, in the presence of a large audience of ladies and gentlemen for whom seats were provided in front of a temporary platform arranged for the speakers and to accommodate a piano. Decorations were not attempted. The graduating class formed at the school and marched to seats reserved for them as the exercises opened. The young ladies were dressed in white and wore flowers.
Principal J. M. Rhodes presided and the order of exercises was as follows:
Prayer Prof. Harry L. Kent
“The Lament of Mi-Yen” Hayes
Class Address “Evolution of Standards in Education.”
Dr. Paul Monroe, Ph. D., Professor of the History of Education,
Teachers College, Columbia University, City of New York.
“Love Could I Only Tell Thee” Chapel
Mr. Clinton A. Hyland
Presentation of Diplomas Henry C. Morrison
Superintendent of Public Instruction
The address of Dr. Monroe was an admirable one. While simple and almost conversational in its manner and phraseology, it was not lacking in forceful expression, adequate illustration and original thought. In pointing out the “Evolution of Standards in Education,” Dr. Monroe drew a vivid picture of the changes in the lives of the people, since Grecian and Mediaeval days, which have brought them about. Some of the may be thus summarized:
The government of today is asked to perform services which are largely increasing in their scope and variety. It must look out for the health of the people, guarantee the quality of food products sold, protect the community from trusts and corporations and do many things not heard of a few years ago. The church, besides attending to matters religious, must put through fairs and entertainments. There are clubs, societies and organizations for all kinds of objects new to the student of history.
The schools are also placed under a vast number of obligations. The home used to be responsible, largely, for the educational problem. The self-made man was really the home-made man. Now the home, in many cases, cannot or will not provide teaching, either in education or morals. The school is expected to assume this function. The business man wants his children educated for business. The tradesman wants them to acquire mechanical knowledge and skill. As the old darkey said the definition of education is “The palladium of our liberties and the palladium of our civilization.”
The Greek idea of education was that it was something to be acquired for its own sake – a thing of the highest worth, a noble achievement. It was an aristocratic accomplishment, an was suited to a country where the mass of the people were saves. The Greek studied art for the sake of art and in the same way followed other paths of knowledge in which he attained a high development. This idea of education has had a profound effect upon a development, but it does not meet the requirements of today
Next came an age when education was sought as an accomplishment or an adornment. The educated man was admitted to a class above his humbler fellow men whom he looked down upon and disdained. To teach the knowledge he had acquired to others was debasing and so it was to use that knowledge for profit. Even now it is held by many that to use knowledge in a professional way is debasing while to retain it for one’s amusement or enjoyment is culture.
In mediaeval times the acquisition of knowledge and culture carried with it the adornment of men and women, and there were schools for teaching lace making, fine needlework and embroidery and the making of decorative articles which have no parallel now. Yet this idea of education for adornment has controlled society largely in the South until recently.
In the 19th century a new idea of education developed. It is the American idea which grew up with democracy. In this idea education was the instrument by which a man could gain advancement. It was something which would give him an opportunity to make money or to acquire fame. Upon this conception the American people have given much to support education, but now there is a skepticism because the people see in this only education for gain.
This conception is giving place to a new conception of education as something to be considered in its value to men and to society. “What can I get out of it” has been the question. Now the question is “What can I do and perform with it? What is its worth to society?
We are beginning to formulate a new standard. And this new standard is causing radical changes in the curriculum. We must teach what is worth while now and for the next generation. The rule of three, denominate numbers and many other old standards must give way to more practical solutions of the problems of the day. If the home refuses to perform its function for the child, the school must do it. Everything taught must work for utility. Business demands certain knowledge which must be taught. So does the shop, the farm or a profession. We are to educate for the service of the country and the welfare of the state. This normal school in Keene has been created for the benefit of New Hampshire. The measure of the standard of this school must be what its graduates make it in bringing useful knowledge to the people of the state through the best and most approved methods of teaching.
After the song, “Love, Could I Only Tell Thee.” sung by Mr. Clinton A. Hyland, Superintendent Henry C. Morrison addressed the class, emphasizing the fact that although they have attained their diplomas and are thus admitted to the fellowship of trained teachers they must not forget that the teacher is never educated and must never stand still, and that it is for her to serve the state faithfully and to the best of her abilities and opportunities.
A benediction and farewell to the class was pronounced by Principal Rhodes.
The following are the graduates of the class of 1911:
Agnes Frances Barrett North Walpole
Hattie Russell Jordan Warner
Marie Antoinette Bergeron Hinsdale
Gertrude Lucretia Kingsbury Keene
Catherine Leola Bowles Lisbon
Ida Wilhelmina Lindquist Charlestown
Hattie Blanche Chandler Keene
Alice May Lord Keene
Winifred Helen Cheever Greenfield
Katie Fales Nichols Peterboro
Elva Miller Clark Walpole
Helen Maude Patterson Highgate, VT
Mabel Ruth Cole Walpole
Bertha Lablanche Ramsay Walpole
Fannie May Conrad Lisbon
Emma Almira Reed West Fremont, ME
Martha Leita Dodge Keene
Millicent Belle Ross Acworth
Alice Marion Guillow Troy
Ruth Lawrence Wiswall Marlboro
Bessie May Hubbard East Sullivan